Integrative Learning: A Grounded Theory

Autor/in	Leonard, Jeannie Brown
Titel	Integrative Learning: A Grounded Theory
Quelle	In: Issues in Integrative Studies, 30 (2012), S.48-74 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4760
Schlagwörter	Undergraduate Students; Cognitive Style; Integrated Activities; Interdisciplinary Approach; Student Attitudes; Definitions; Grounded Theory; Learning Processes; Cognitive Development; Synthesis; Outcomes of Education; Program Descriptions; Learning Activities; Relevance (Education); Perspective Taking; Qualitative Research; Interviews + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Integrierender Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerverhalten; Begriffsbestimmung; Learning process; Lernprozess; Kognitive Entwicklung; Lernleistung; Schulerfolg; Lernaktivität; Relevance; Relevanz; Zukunftsperspektive; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	This article reports the findings from a study of undergraduate students in an academic program focused on integrative learning rather than interdisciplinarity. One aspect of this study included how students defined integrative learning. This participant-shaped understanding of integrative learning was broad and reflected a continuum of integration. The researcher labeled the four forms of integration in this continuum Application, Comparison, Understanding Context, and Synthesis. A developmental theory of how students become integrative learners emerged from the investigation. Students engaged in Application when they found course work personally relevant and meaningful; students performed Comparison when they learned to identify and evaluate multiple perspectives; students who evaluated competing claims or engaged conflicting viewpoints were Understanding Context. If conflict was reconciled, Synthesis was possible, but not achieved. Synthesis is the most complex form of integration and, although students agreed Synthesis is an ideal, they did not report examples of experiences that demonstrated this capacity. This article compares the learning outcomes of an academic program that privileges integrative learning with the outcomes of programs that are intentionally interdisciplinary. (As Provided).
Anmerkungen	Association for Interdisciplinary Studies. Oakland University, Macomb County, 44575 Garfield Road Building UC2 Suite 103, Clinton Township, MI 48038. Tel: 586-263-6098; Fax: 586-263-6261; e-mail: aisorg@oakland.edu; Web site: http://wwwp.oakland.edu/ais
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01